The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements…

To cope with the rapidly changing higher education climate, teachers need agency to act proactively in initiating and steering changes in practice. This paper describes an academic development activity in the form of a Change Laboratory, an intervention method based on Cultural-Historical Activity Theory, to facilitate agency among teachers. The…

Most research on the implementation of research-informed teaching has focused on influencing the individual practices of academics. However, social practice theory has criticised individualist approaches, arguing that attention must be paid to the context of practice, which in the academic context requires a focus on how academics articulate…

In this commentary, the author provides a framework for examining the articles in this issue. The author does so by providing a focus for reading and linking our brief history to the present and the future. She provides a set of questions about engaging research that seeks to improve the ways in which we question, construct understanding, and…

Sociocultural and cultural-historical theories urge us to study the social relations and interactions of faculty embedded in local and particular contexts. They promise deeper insights into the work of college and university faculty.

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided.…